SAT Writing & Language Practice Test

Below is our free SAT Writing & Language practice test for the new 2016 SAT. The new writing test requires you to: (1) Read (2) Find Mistakes (3) Fix these Mistakes. Some of the passages may include tables, charts, or graphs. Prior topic knowledge is not tested and no math is required. Get started now on your SAT Writing practice with our free practice questions.

Directions: Each SAT Writing passage is followed by 11 questions. Read the passages and select the answer to each question that is most effective in improving the quality of the writing or in making the passage conform to the standard conventions of English.

SAT Writing & Language Practice Test

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Question 1 of 44

1. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

1 Which choice best maintains the sentence pattern already established in the paragraph?

NO CHANGE

The BLS allows the assignments to group occupations and to create estimates of the outlook for occupations with various types of education and training needs.

The BLS groups occupations using these assignments in order to create estimates of the outlook for occupations with various types of education and training needs.

In order to create estimates of the outlook for occupations with various types of education and training needs, BLS uses the assignments to group occupations.

Correct

Incorrect

Question 2 of 44

2. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

2

NO CHANGE

had been first used

were used first

was first used

Correct

Incorrect

Question 3 of 44

3. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

3

NO CHANGE

were

is

are

Correct

Incorrect

Question 4 of 44

4. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

4 Which choice most effectively transitions to the information that follows in the next paragraph?

NO CHANGE

The Labor Bureau does not frequently change its classification system, but when it does, there has always been a significant need for the change.

Grouping occupations is important in order to give analysts the ability to make sense of such a large amount of data.

DELETE the underlined portion.

Correct

Incorrect

Question 5 of 44

5. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

entry-level education that is typical, work experience in a related occupation, and typical on-the-job training

entry-level typical education, occupationally related work experience, and on-the-job training that is typical

Correct

Incorrect

Question 6 of 44

6. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

6

NO CHANGE

Masters’ degree, Bachelors’ degree, or Associates’ degree

Master’s degree, Bachelor’s degree, or Associate’s degree

Masters’, Bachelors’, or Associates’ degrees

Correct

Incorrect

Question 7 of 44

7. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

7

NO CHANGE

whether or not work experience in a related occupation is commonly considered necessary by employers for entry into the occupation, or commonly are a

whether work experience in a related occupation is considered, by employers, necessary for entry into the occupation, or commonly is a

if work experience in a related occupation is commonly considered necessary by employers for entry into the occupation, or is a commonly

Correct

Incorrect

Question 8 of 44

8. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

8

NO CHANGE

and up to 12 months

and also up to 12 months or a year

or up to 12 months or a year

Correct

Incorrect

Question 9 of 44

9. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

9

NO CHANGE

For instance

In other cases

Furthermore

Correct

Incorrect

Question 10 of 44

10. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

10 The writer is considering deleting the underlined sentence. Should the sentence be kept or deleted?

Kept, because it provides additional information about the graphic provided that is necessary for its interpretation.

Kept, because it provides significant details about how the BLS categorizes its data.

Deleted, because it doesn’t give specific examples of how the education data is gathered and organized.

Deleted, because it does not relate to any other part of the passage.

Correct

Incorrect

Question 11 of 44

11. Question

Questions 1-11 are based on the following passage.

The Bureau of Labor Statistics (BLS) provides information about education and training requirements for hundreds of occupations. The BLS uses a system to assign categories for entry-level education, work experience in a related occupation, and typical on-the-job training to each occupation for which BLS publishes projections data. 1 The assignments allow BLS to group occupations in order to create estimates of the outlook for occupations with various types of education and training needs. This classification system 2 were first used with the 2010–20 projections and replaced an earlier system that 3 was used between 1995 and 2008. 4 The two systems are not comparable.

BLS assigns occupations to a designation within three categories: 5 typical entry-level education, work experience in a related occupation, and typical on-the-job training. The categories and assignments within each are as follows:

Typical education needed for entry—represents the typical education level most workers need to enter an occupation. The assignments for this category are the following:

Work experience in a related occupation—indicates 7 if work experience in a related occupation are commonly considered necessary by employers for entry into the occupation, and are a commonly accepted substitute for formal types of training. The assignments for this category are the following:

• 5 years or more
• Less than 5 years
• None

Typical on-the-job training—indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:

• Internship/residency
• Apprenticeship
• Long-term on-the-job training: more than 12 months
• Moderate-term on the job training: more than 1 month 8 and also up to 12 months
• Short-term on-the-job training: 1 month or less
• None

In some cases, assigning education and training categories can be straightforward. Some occupations, such as physicians and lawyers, are governed by federal and state laws and regulations that give clear guidelines, regarding the education or training required for a given occupation. 9 Similarly, the choice of categories is less clear. BLS economists determine the typical path to entry for an occupation and apply it across all three categories.

The education categories in the table presented here reflect only the highest level of education attained. 10 They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates.

Adapted from United States Bureau of Labor Statistics, Educational Attainment Data

Which of the following sentences are accurate based on the data provided in the graphic?

More doctors were employed in 2014 than individuals with only a high school diploma.

People with an associate’s degree had a median income that was less than half that of people with a professional degree in 2014.

Among individuals 25 years old and under, people with some college but no degree had a higher rate of unemployment than people with bachelor’s degrees.

Individuals with a high school diploma were less unemployed than individuals with some college but no degree.

Correct

Incorrect

Question 12 of 44

12. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

13. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

14. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

15. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

16. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

Basquiat was hit by a car while playing in the street; and his arm was broken

a car hit Basquiat while it was playing in the street; his arm was broken

Basquiat was hit by a car while playing in the street. His arm was broken

Correct

Incorrect

Question 17 of 44

17. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

17 Which choice results in the most effective transition to the information that follows in the paragraph?

Although

While

Since

Despite the fact that

Correct

Incorrect

Question 18 of 44

18. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

19. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

20. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

21. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

22. Question

Questions 12-22 are based on the following passage.

Basquiat: A Springboard to Deeper Truths

Jean-Michel Basquiat 12 begins as a graffiti artist in the Lower East Side of Manhattan, New York City in the late 1970s. His father, Gerard Basquiat, was born in Port-au-Prince, Haiti, and his mother, Matilde 13 Basquiat of Afro-Puerto Rican descent was born in Brooklyn, New York. Matilde instilled a love for art in her young son 14 and did take him to art museums in Manhattan and enrolling him as a junior member of the Brooklyn Museum of Art. Basquiat was a precocious 15 child who learned how to read and write by age four and was a gifted artist. His teachers noticed his artistic abilities, and his mother encouraged her son’s artistic talent.

In September 1968, when he was about 8, 16 a car hit Basquiat while playing in the street. His arm was broken and he suffered several internal injuries, and he eventually underwent a splenectomy. 17 Although he was recuperating from his injuries, his mother brought him the Gray’s Anatomy book to keep him occupied. This book would prove to be influential in his future artistic outlook. When he was 11, his mother was committed to a mental institution. At 15, Basquiat ran away from home. He slept on park benches in Washington Square Park.

Beginning his career as a graffiti artist, Basquiat often incorporated words into his paintings. He produced punk-inspired postcards for sale on the street, and became known for the political–poetical graffiti under the name of SAMO. Basquiat sold his first painting in 18 1981; by 1982, spurred by the Neo-Expressionist art boom, his work was in great demand. By the mid-1980s, his work was exhibited internationally in galleries and museums, and 19 were labelled Neo-expressionist and Primitivist paintings.

Basquiat’s art focused on “suggestive dichotomies,” such as wealth versus poverty, integration versus segregation, and 20 inner experiences as opposed to outer ones. Basquiat appropriated poetry, drawing and painting, and married text and image, abstraction and figuration, and historical information mixed with contemporary critique. Basquiat used social commentary in his paintings as a “springboard to deeper truths about the individual”, 21 as well as attacking on power structures and systems of racism.

On February 10, 1985, he appeared on the cover of The New York Times Magazine in a feature entitled “New Art, New Money: The Marketing of an American Artist”. He was a success, but his growing heroin addiction began to 22 intersperse with his personal relationships. Basquiat died of a heroin overdose at the age of 27 in 1988. In 1992 the Whitney Museum of American Art held a retrospective of Basquiat’s art.

23. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

23 To make this paragraph most logical, sentence 1 should be placed

where it is now

after sentence 2

after sentence 3

at the beginning of the second paragraph

Correct

Incorrect

Question 24 of 44

24. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

24

NO CHANGE

Connecticut the

Connecticut; the

Connecticut, the

Correct

Incorrect

Question 25 of 44

25. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

25

NO CHANGE

activities, recreational as well as commercial,

activities: recreational as well as commercial

activities—recreational as well as commercial,

Correct

Incorrect

Question 26 of 44

26. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

26 Which of the following sentences would most effectively establish the main topic of the paragraph?

NO CHANGE, leave the sentence as it is

Blue laws contributed to the emergence of an American political tradition—minority-rights politics—which forces Americans to consider whether the majority should always rule.

Contrary to popular belief, there is no evidence that blue laws were originally printed on blue paper.

Some individuals claimed that blue laws violated the protections of religious liberty enshrined in state and national constitutions.

Correct

Incorrect

Question 27 of 44

27. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

27 The writer wants to add a sentence with additional information on the origin of the word “blue” to this paragraph. Which choice best accomplishes this goal?

Blue laws continued to be popular well into the 20th century.

Rooted in the basic Christian tenet that Sunday is to be reserved as “the Lord’s day,” blue laws were originally enacted across the United States to encourage church attendance.

The first blue law, although not called that at the time, was enacted in colonial Virginia in 1610.

Another etymological possibility is the similarly called “Bloody Laws” of medieval England.

Correct

Incorrect

Question 28 of 44

28. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

28 Which choice most effectively combines the sentences at the underlined portion?

century; laws that targeted

century laws, but targeted

century, targeting

century; from targeting laws

Correct

Incorrect

Question 29 of 44

29. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

29

NO CHANGE

groups; including

groups including,

groups such as

Correct

Incorrect

Question 30 of 44

30. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

30

NO CHANGE

did sometimes carry

had sometimes carried

were sometimes carrying

Correct

Incorrect

Question 31 of 44

31. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

31

NO CHANGE

has held blue laws

was holding blue laws

were holding blue laws

Correct

Incorrect

Question 32 of 44

32. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

32

NO CHANGE

basis, promoting

basis and to promote

basis, while promoting

Correct

Incorrect

Question 33 of 44

33. Question

Questions 23-33 are based on the following passage.

The History of Blue Laws

23 The first occurrence of the phrase “blue law” is in the New-York Mercury of March 3, 1755, where the writer imagines a future newspaper praising the revival of “our Connecticut’s old Blue Laws”. In his 1781 book General History of 24 Connecticut—the Reverend Samuel Peters used it to describe various laws first enacted by Puritan colonies in the 17th century that prohibited various 25 activities, recreational, as well as commercial, on Sunday. Sometimes the sale of certain types of merchandise was prohibited, and in some cases all retail and business activity.

26 Not all Americans greeted these developments with enthusiasm; numerous shopkeepers and tavern-owners blatantly stayed open on Sundays and ignored the blue laws. Rather, the word blue was used in the 17th century as a disparaging reference to rigid moral codes and those who observed them. This is also the origin of the word, “blue-stocking,” meaning an individual with a strict personal code. 27

Southern and mid-western states also passed numerous laws to protect Sunday during the mid to late 19th 28 century. Laws targeted numerous 29 groups including saloon owners, Jews, Seventh-day Adventists, as well as non-religious people. These Sunday laws enacted at the state and local levels 30 would sometimes carry penalties for doing non-religious activities on Sunday as part of an effort to enforce religious observance and church attendance. Numerous people were arrested for playing cards, baseball, and even fixing wagon wheels on Sunday. In Texas, for example, blue laws prohibited selling housewares such as pots, pans, and washing machines on Sunday until 1985.

In the United States, the U.S. Supreme Court 31 have held blue laws as constitutional numerous times due to secular rationales, even though the original rationales for the blue laws were religious in nature. The Supreme Court of the United States held in its landmark case, McGowan v. Maryland (1961), that Maryland’s blue laws violated neither the Free Exercise Clause nor the Establishment Clause of the First Amendment to the United States Constitution. It approved the state’s blue law restricting commercial activities on Sunday, noting that while such laws originated to encourage attendance at Christian churches, the contemporary Maryland laws were intended “to serve as a uniform day of rest for all citizens” on a secular 32 basis and promoting the secular values of “health, safety, recreation, and general well-being” through a common day of rest. 33

Adapted from “Blue law.” Wikipedia, The Free Encyclopedia.

33 The writer wants to conclude the passage with a sentence that emphasizes the enduring legacy of the blue laws. Which choice would best accomplish this goal?

Interestingly, other states continue to limit other commercial activity, and a handful, including Colorado, Indiana, Minnesota, Wisconsin, and Illinois, have even prohibited car sales on Sundays.

Today, only a handful of blue laws remain, and most of these regulate the sale of alcohol.

Many states allow local communities to enact stricter liquor laws than those proscribed by the State, and in some cases to even prohibit the sale of alcohol entirely.

Correct

Incorrect

Question 34 of 44

34. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.

34

NO CHANGE

and

for

nonetheless

Correct

Incorrect

Question 35 of 44

35. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.

35 The writer is considering deleting the underlined sentence. Should the sentence be kept or deleted?

Kept, because it allows greater insight into the character of the narrator.

Kept, because it adds additional information about the narrator’s trip.

Deleted, because it repeats previously stated information.

Deleted, because it describes something out of character for the narrator.

Correct

Incorrect

Question 36 of 44

36. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.

36 Which of the following would be the most logical way to replace the underlined portion?

NO CHANGE

and I rushed through the terminal.

was hoping we would have time do some shopping.

left me by the shops while she exchanged some money.

Correct

Incorrect

Question 37 of 44

37. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.

37

NO CHANGE

Its’

Its

It is

Correct

Incorrect

Question 38 of 44

38. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.

38

NO CHANGE

just as the Sirens lured Odysseus

just as Odysseus was lured by the Sirens

like Odysseus was lured by the Sirens

Correct

Incorrect

Question 39 of 44

39. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.

39 Which choice most effectively combines the underlined sentences?

Inside, wearing furs, scarves, and couple of them clutching poodles, several elegant women strolled the aisles, they looked nothing like the women I saw in grocery stores back home.

Inside, several elegant women strolled the aisles, wearing furs, scarves, and couple of them clutching poodles, which looked nothing like the women I saw in grocery stores back home.

Inside, strolling the aisles, were several elegant women wearing furs, scarves, and a couple of them clutching poodles, looking nothing like the women I saw in grocery stores back home.

Inside, wearing furs, scarves, a couple of them clutching poodles, several elegant women strolled the aisles, looking nothing like the women in grocery stores back home.

Correct

Incorrect

Question 40 of 44

40. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.

40

NO CHANGE

names, such as Yves Saint Laurent, Givenchy, and Christian Dior.

names: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.”

names such as Yves Saint Laurent, Givenchy, and Christian Dior.

Correct

Incorrect

Question 41 of 44

41. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.

41

NO CHANGE

for

while

DELETE the underlined portion.

Correct

Incorrect

Question 42 of 44

42. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.

42

NO CHANGE

The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling.

Dressed in a pencil skirt and tight bun, the salesgirl marched over to me, scowling.

The salesgirl, she was scowling, dressed in a pencil skirt and tight bun, marched over to me.

Correct

Incorrect

Question 43 of 44

43. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.

43

NO CHANGE

did see

saw

have seen

Correct

Incorrect

Question 44 of 44

44. Question

Questions 34-44 are based on the following passage.

My First Trip to Paris

The first time my parents took me to Paris, I was ten years old. I had never been to a foreign country before, 34 but my older brother was studying abroad for a semester while in college, and so my parents decided we would visit him. I was an awkward and shy child, and was incredibly nervous about leaving our hometown. 35 It was my first airplane ride, and that also made me nervous.

After we got off the airplane at Orly airport and gathered our suitcases at baggage claim, my mother 36 decided we would take public transportation from the terminal to the city center. As I held her hand, I gazed in awe at the terminal’s shops and signs. I had never imagined what it would be like to see everything around me written in an unknown language! I was in such a daze, I let go of my mother and wandered over to a perfume and cosmetics shop. 37 It’s sweet-smelling exterior lured me in 38 like the luring of Odysseus by the Sirens.

39 Inside, several elegant women wearing furs, scarves, a couple of them clutching poodles, strolled the aisles. They looked nothing like the women I saw in the grocery store back home. All around me were bottles of sweet-smelling colognes with exotic 40 names such as: “Yves Saint Laurent,” “Givenchy,” and “Christian Dior.” I picked up one in a sleek, pink, square bottle. The label said, “Chanel No. 5.” I inhaled deeply. A burst of lemons and flowers filled my nostrils. I imagined myself wearing high heels with a big round hat, driving a convertible along twisting mountain roads in the south of France. The scent reminded me of the women in old black-and-white movies my grandmother used to watch on cable. I was completely lost to the olfactory charms of the liquid. Suddenly, I heard a loud crash. Startled, I opened my eyes, and looked down. The beautiful bottle had slipped from my hands 41 during I was lost in my fantasy and lay on the floor of the store, shattered in pieces. I was horrified.

42 The salesgirl, dressed in a pencil skirt and tight bun, marched over to me, and she was scowling. “Qu’est-ce que vous avez fait?,” she hissed, and sharply pulled me by the arm away from the display. My cheeks turned bright red, and I opened my mouth to apologize, but I had no idea what to say. I did not even know the French word for “sorry”! “Eh bien , qu’est-ce que vous avez à dire pour vous-même?,” she exclaimed sharply, obviously annoyed at my silence. I could feel the tears start to form in the corner of my eyes, and my nose began to go numb, as it always did when I was embarrassed. “Uh…uh…,” I stammered.

Suddenly, one of the women I 43 had seen earlier stepped towards me and placed a well-manicured hand on my shoulder. “C’est ma fille. Elle est tellement désolé. Ici, ce sera de couvrir le coût?,” she purred at the salesgirl, before reaching into her Louis Vuitton handbag and extracting a large bill. She handed the money over to the salesgirl, who nodded and turned back towards the register. Even though I did not understand what she had said, I could tell from her kind eyes and warm smile that she had fixed everything. “Thank you,” I said to her. “Ah, non!” she replied, with a twinkle in her eye, and went on in English, “Here we say, ‘merci.’” I smiled at her. “Merci,” I said. Before I 44 was saying anything else, I heard my mother calling me from the front of the store. I had many unforgettable experiences during that two-week trip to Paris, but I have never forgotten the first French person I met and her kindness to me. To this day, Chanel No. 5 is still one of my favorite scents.